Teaching Lab All Partners Report: Matched
2020-2021 Report
Background
In SY20-21, Teaching Lab administered online diagnostic and follow-up surveys of educators participating in Teaching Lab’s professional learning in order to measure growth and improvement in three different areas: 1) Educator Mindsets and Beliefs, 2) School Environment, and 3) Content and Pedagogical Content Knowledge. There were 34 educators who completed the diagnostic survey, 31 educators who completed the follow-up survey, and 34 educators who completed both.
Summary of Results
Methodology and Presentation of Results
We have provided two types of results for each section: The results in the first three columns of the table refer to the overall group averages. We provide the group average for the diagnostic and follow-up surveys as well as the percentage point change (increase or decrease) over this time. It is important to note that the group that completed the diagnostic survey and the group that completed the follow-up survey are different in size. The results in the fourth column reflect the percentage of educators who improved their responses or sustained the highest level response from the diagnostic to follow-up survey. This group of educators is the same for both surveys and is smaller in size.
Section 1: Mindsets and Beliefs
Educators were asked a series of questions about their mindsets toward instruction and students on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. The questions focused on four core constructs surrounding mindsets and beliefs, specifically the recognition of race and culture, growth mindsets, high expectations, and taking accountability for equitable instruction.
1
| Educators’ Averages Scores on Equitable Mindsets and Beliefs, by Survey Administration | ||||
|---|---|---|---|---|
| Average Scores on Equitable Mindsets & Beliefs | ||||
| Overall score | 78% | 76% | -2 | 70% |
| Recognition of race & culture | 56% | 46% | -10 | 44% |
| Holding growth mindsets | 64% | 70% | 6 | 69% |
| Having high expectations and beliefs | 100% | 91% | -9 | 81% |
| Taking accountability for equitable instruction | 98% | 95% | -3 | 83% |
| n = 34 | n = 31 | n = 31 | ||
The plot illustrates educators’ average scores from the diagnostic and follow-up surveys, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease in the average scores.
Section 2: School Environment
Educators were asked about their school environment, including culture and climate on a 5-point Likert scale from 1- Strongly disagree to 5- Strongly agree. Specifically, educators were asked about trust and connectedness to other educators, their role in shaping their own professional learning, and confidence in implementing the curriculum in a way that maximizes positive impact for student learning.
2
| Educators’ Perceptions of School Culture and Climate, by Survey Administration, by Survey Administration | ||||
|---|---|---|---|---|
| % of Educators with Positive Perceptions of School Culture and Climate | ||||
| Overall score | 66% | 66% | 0 | 62% |
| Trust in fellow teachers | 93% | 73% | -20 | 65% |
| Connectedness to fellow teachers | 69% | 87% | 18 | 76% |
| Have influence over professional learning | 31% | 33% | 2 | 44% |
| I am confident that I am implementing the curriculum in a way that maximizes positive impact for student learning | 69% | 70% | 1 | 62% |
| n = 29 | n = 30 | n = 29 | ||
The plot illustrates the shifts in educators’ reported culture and climate, which corresponds to the information in the first three columns of the table. Orange represents the percentage of educators with positive perceptions in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who agreed or strongly agreed with the items.
Section 3: Content and Pedagogical Content Knowledge
Educators were asked a series of questions about their knowledge of instructional shifts and evidence-based instructional practices in their content area.
Section 3a: ELA Content and Pedagogical Content Knowledge
In ELA, the questions focused on seven core constructs, as shown in the table.
| Educators’ Average Scores on ELA Content and Pedagogical Content Knowledge, by Survey Administration | ||||
|---|---|---|---|---|
| Average Scores of Educators with ELA Content & Pedagogical Content Knowledge | ||||
| Overall score | 70% | 73% | 4 | 22% |
| ELA instructional shifts | 72% | 74% | 2 | 22% |
| Fluency | 56% | 50% | -6 | 15% |
| Text complexity | 78% | 86% | 8 | 25% |
| Close reading | 70% | 74% | 4 | 22% |
| Building knowledge | 60% | 75% | 15 | 22% |
| Supporting students with unfinished learning | 76% | 82% | 6 | 24% |
| n = 10 | n = 10 | n = 10 | ||
The plot illustrates the shift in educators’ average scores for ELA content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.
Section 3b: Math Content and Pedagogical Content Knowledge
In Mathematics, the questions focused on four core constructs, as shown in the table.
| Educators’ Average Scores on Math Content and Pedagogical Content Knowledge, by Survey Administration | ||||
|---|---|---|---|---|
| Average Scores of Educators with Math Content & Pedagogical Content Knowledge | ||||
| Overall score | 61% | 62% | 2 | 46% |
| Math instructional shifts | 55% | 55% | 1 | 42% |
| Equitable Math Instruction | 71% | 74% | 4 | 53% |
| Supporting students with unfinished learning | 63% | 72% | 10 | 53% |
| Effective Teaching Practices | 58% | 53% | -5 | 41% |
| n = 24 | n = 24 | n = 24 | ||
The plot illustrates the shift in educators’ average scores for Math content and pedagogical content knowledge, which corresponds to the information in the first three columns of the table. Orange represents the diagnostic scores, and blue represents the follow-up scores. The arrows represent the directionality, showing an increase or decrease of average scores.
Section 4: Teacher Observations by Administrators
Coaches, leaders, and/or administrators were asked about the areas they focus on when observing teachers in general and also whether they observe differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not.
First, coaches, leaders, and/or administrators were asked whether they focus on the following areas when observing teachers: The lesson is focused on a high-quality text or task. The questions and tasks address the analytical thinking required by the grade-level standards. All students have opportunities to engage in the work of the lesson.
| Observation Practices of Coaches, Leaders, and Administrators, by Survey Administration, by Survey Administration | ||||
|---|---|---|---|---|
| % of Coaches, Leaders, and Administrators who Agreed or Strongly Agreed | ||||
| When observing teachers, I focus on… | 100% | 75% | -25 | 9% |
| Whether the lesson is focused on a high-quality text or task | 100% | 75% | -25 | 9% |
| Whether the questions and tasks address the analytical thinking required by the grade-level standards | 100% | 75% | -25 | 9% |
| Whether all students have opportunities to engage in the work of the lesson | 100% | 75% | -25 | 9% |
| n = 5 | n = 4 | n = 4 | ||
The plot illustrates the shifts in coaches, leaders, and/or administrators’ reported observation practices, which corresponds to the information in the first three columns of the table. Orange represents the percentage who always or almost always focus on these aspects in the diagnostic survey, and blue represents the percentage in the follow-up survey. The arrows represent the directionality, showing an increase or decrease in the percent of educators who always or almost always focus on these aspects.
Coaches, leaders, and/or administrators were also asked to compare teaching practices between Teaching Lab participants and non-Teaching Lab participants in the follow-up survey. They were asked about the same three areas above.
| Differences in Teaching Practices between Teaching Lab Participants and Non-participants, as Reported by Coaches, Leaders, and Administrators | ||
|---|---|---|
| TL Teachers1 | Non-TL Teachers1 | |
| The lesson is focused on a high-quality text or task | 75% | 0% |
| The questions and tasks address the analytical thinking required by the grade-level standards | 50% | 0% |
| All students have opportunities to engage in the work of the lesson | 50% | 0% |
|
1
n = 4
|
||
The graph illustrates the differences in teaching practices between teachers who have participated in Teaching Lab professional learning and teachers who have not, as reported by the coaches, leaders, and/or administrators.
Section 5: Lab Leaders
Lab Leaders were asked about their engagement in different activities, such as leading professional learning, leading PLC meetings, coaching teachers, sharing information and resources, and improving their own instructional practices.
| % of Lab Leaders who engaged in the activity1 | |
|---|---|
| Improved my own instructional practice | 33% |
| Led PLC meetings for teachers | 17% |
| Coached teachers | 50% |
| Shared information or resources with teachers | 50% |
|
1
n = 7
|
|
The graph below illustrates the Lab Leaders participation in different activities.
Section 6: Student Work
Student work has been analyzed to see if there was a difference in outcomes following the implementation of professional learning. The following figures illustrate that difference.
Section 7: Participant Feedback
Looking at participant feedback from All Partners we see good scores across the board:
| Teaching Lab Performance on Participant Feedback Questions for All Partners | ||||
|---|---|---|---|---|
| How Likely Are You To Apply This Learning To Your Practice In The Next 4-6 Weeks? | I felt a sense of community with the other participants in this course even though we were meeting virtually. | This course helped me navigate remote and/or hybrid learning during COVID-19. | % Who Say Activities Of Today's Session Were Well-Designed To Help Me Learn | S/He Effectively Built A Community Of Learners |
| 89% | 90% | 67% | 68% | 91% |
Finally, looking at the textual feedback from participants we also see a lot of positive feedback, even when people are giving tips for improvement
Comments on Improving Experience
| Quotes from "What could have improved your experience?" |
|---|
"Still working on the overlap that sometimes seems to be |
"Given the fact that this was a three week summer bootcamp, |
"More time to plan for lessons and utilize collaboration time |
"Clear directions with dates and specific quidelines. I was |
"Is there a way to put the documents we use into a folder or |
"Today didn't feel as rushed as previous days. Thank you for |
"Given the fact that this was a three week summer bootcamp |
"Possibly more time to explore protocols and the "Round" |
"Perhaps, it would have been helpful to receive specific |
"If I would have had more time to get small groups |
Additional Comments
| Quotes from "Do you have additional comments?" |
|---|
"no...I am pretty upset that I had to complete this again |
"I appreciate this time, as it loads my coaching tool box. |
"general feedback... we had a common feeling that sometimes |
"As an admin, I find that the requirements were overwhelming |
"I appreciate everything that you a doing to help us do our |
"Having the main facilitator delivering the lessons and |
"I taught GB last year, but did not have the introductory |
"You did a great job with this course! Thank you for |
"The instructors are so down to earth and knowledgable. They |
"I enjoyed it. Really loved being able to focus on materials |
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Comments on what Went Well
"I appreciated the time that was give to us, so we could
reflect and think about how things were going in our
rotations. Any time you reflect and make changes, it makes
you become a better teacher and therefore enhances your
students' learning."
"I loved learning about this new idea of accelerated
learning. I also enjoyed the time that was given to look at
our current curriculum, and kind of "map out" an idea of how
we are supposed to implement this technique of accelerated
learning, as we plan."
"The experiential writing activity was truly eye opening.
Being able to deconstruct that with colleagues to clarify
understanding."
"I truly appreciate the collaboration with my colleagues,
as many of us are along in our district. I have a better
understanding of documents I need to provide. I wish I had
more time to do these cycles more than once. Teachers are so
overwhelmed it's hard to steal some time with them. Most are
very overwhelmed."
"I really enjoyed the asynchronous work and thought it was
incredibly relevant and helpful. The research sited in the
article will be helpful in convincing teachers about the
importance, and necessity, of engaging student discourse."
"I appreciate the time to collaborate with teachers in
diffent buildings/grade levels across the district."
"The asynchronous/synchronous components were really well
structured. It felt engaging and not overwhelming in the
online environment"
"Great information and gave structure and graphic organizers
that helped with lesson internalization."
"I enjoyed working with the other teachers and having time to
plan out the next steps."
"The facilitators were always prepared and able to answer our
questions or point us in the right direction if they didn't
have the answers."